This paper provides information about teacher quality proposals that are drawing attention from state and local lawmakers. For each proposal, the paper uses the following framework to organize evidence: definition or explanation of the policy, rationale, trends, evidence, and key issues. The paper demonstrates how the framework would organize evidence about setting higher passing scores on teacher licensure examinations, noting that some people believe that raising the passing score is a means of promoting higher teacher quality. The paper justifies testing related to subject matter, pedagogy, content pedagogy, basic skills, and general knowledge. Courts have not required states to show that students can learn more from teachers with higher scores on licensure examinations. However, a small group of studies of student achievement have assessed the importance of teachers' tested knowledge, and results show that teachers' tested knowledge is an important quality indicator. Raising passing scores will affect the quality of the teaching force, though the overall effect will probably be modest, and this effort will reduce teacher supply. Recent data suggest that disadvantaged students will be either the beneficiaries or those most negatively affected if higher passing scores are implemented. (Contains 33 references.) (SM)